Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher first-year REACH ratings¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student teachers who perceived their mentors modeled effective teaching practices felt better prepared. → Gordon 2018 q2 i? Mentors' coaching with constructive feedback, domain-specific support, a safe space for risk, and job search assistance was associated with greater preparedness. → Gordon 2018 (2) q2 i? When mentors coached student teachers in domain-specific instructional areas, the student teachers were more effective in their first year. → Gordon 2018 (3)

Evidence¶

Gordon 2018¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

In the 2014-15 student teacher survey data, perceptions mattered: when student teachers "perceived their mentor teachers modeled effective teaching practices, student teachers felt better prepared" at the end of student teaching.

"However, when student teachers perceived their mentor teachers modeled effective teaching practices, student teachers felt better prepared."

Gordon 2018 (2)¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

Survey responses from the 2014-15 cohort showed student teachers were "much more likely to feel prepared when they reported their mentor teachers coached them by providing constructive feedback and domain-specific targeted support," along with a safe space for risk and job search assistance.

"student teachers were much more likely to feel prepared when they reported their mentor teachers coached them by providing constructive feedback and domain-specific targeted support"

Gordon 2018 (3)¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

Linking mentor coaching reports to first-year REACH ratings for hired student teachers, "when mentors said they coached their student teachers in domain specific areas of instruction, student teachers were more effective in their first year."

"Specifically, when mentors said they coached their student teachers in domain specific areas of instruction, student teachers were more effective in their first year."

Discussion¶

Related Claims¶

• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it
• Student teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24) — related
• CPS mentor teachers were more qualified than other teachers, but their qualifications were generally unrelated to student teachers' preparedness or first-year performance — related
• Time spent on specific mentoring activities varied widely, with some teachers never observed by mentors and others observed an hour or more a month — related
• Mentor teachers' own evaluation ratings were positively related to their student teachers' first-year effectiveness as teachers-of-record — related
• Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings — related
• States that survey new teachers typically do so in the first year of teaching — related
• Mentoring residents improves mentors' own teaching practice — related
• STEM teachers participating in learning teams deepen their mathematics and science content knowledge and feel more prepared to teach it — related
• Mentoring and coaching programs are associated with stronger principal practices, higher teacher ratings, and better student outcomes — related
• Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired — related
• Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS — related
• Ninety percent of responding completers rated their preparation program effective or very effective and felt at least adequately prepared across all teaching performance expectation domains — related
• Learners are more willing to act on feedback when they perceive the sender as credible and trustworthy — related